Students will learn to order 10 - 12 digit numbers and be able to explain the process.
Tasks:
Set: 1.Given the scenario that the population of Asia is 3,834,792,852 while the population of the rest of the world is 3,010,817,108. ask pairs* of students to discuss these questions:
Are there more people in Asia or in the rest of the world? (Asia)
Which number is larger: 3,834,792,852 or 3,010,817,108? (So 3,834,792,852 is greater (larger)than3,010,817,108.) Stress the comparative language.
Which number is smaller? (So 3,010,817,108is less (smaller)than 3,834,792,852.)
Which symbol (<,>, or =) would you use to compare 3,834,792,852 and 3,010,817,108? 3,010,817,108 and 3,834,792,852?
Mini-lesson:
Using number cards of 10 - 12 digit numbers created in the previous lesson, table groups will order their numbers from least to greatest.
Using facilitating questions the teacher will lead a discussion on ordering numbers:
When we put numbers in order from least to greatest, which place do we look at first? Why? (If necessary, clarify the terms least to greatest making connections to the words less than and greater than. Remind students to look at the greatest place value column in the list of given numbers.
What is the largest place value of each of the numbers?
What is the smallest number in the sequence? How do you know?
What number would come next? How do you know?
Is it possible to put these numbers in order from least (smallest) to greatest (largest) without looking at the ones column? Why or why not?
How would this process change if we were ordering the numbers from greatest to least.
Guided Practice:
Activity 1 Show 5 numbers on a flipchart. With a partner, students will sequence the 5 numbers from least to greatest in their journal. On the flipchart, the teacher will show 4 responses( A-D) with the numbers sequenced in various orders. The students will then use ActiVotes to enter the letter that shows the numbers in the correct order. Show the results of the voting. If there is at least one incorrect answer, have pairs of students share their answers with another pair and come to an agreement on the correct order.They will then use ActiVotes to enter the letter that shows the correct response that the pairs of students have agreed on. Results of answers are shared with the class and discussed.
Activity 2 Working with a partner, students will post to the classroom Wiki how to order the same numbers in Activity 1 but in order from Greatest to Least. Using appropriate academic language, students need to include an explanation of the process being used to decide how to order the numbers.
Reflection:
Students will examine another pairs' s post and compare it to their own product looking for process and academic vocabulary. Remind students of the etiquette of critique.
Objectives:
5.1A Use place value to read, write, compare, and order whole numbers through the 999,999,999,999
5.15A Explain and record observations using objects, words, pictures, numbers and technology
5.15B Relate informal language to mathematical language and symbols.(TAKS 6)
5.16B Justify why an answer is reasonable and explain the solution process
Assessment:
Final assessment of TEKS will be done at end of unit.
1.Given the scenario that the population of Asia is 3,834,792,852 while the population of the rest of the world is 3,010,817,108. ask pairs* of students to discuss these questions:
- Are there more people in Asia or in the rest of the world? (Asia)
- Which number is larger: 3,834,792,852 or 3,010,817,108? (So 3,834,792,852 is greater (larger) than3,010,817,108.) Stress the comparative language.
- Which number is smaller? (So 3,010,817,108is less (smaller) than 3,834,792,852.)
- Which symbol (<,>, or =) would you use to compare 3,834,792,852 and 3,010,817,108? 3,010,817,108 and 3,834,792,852?
Mini-lesson:- ActiVotes
- Wikis
- Number Cards from previous lesson
*